Compared the Wechsler Intelligence Scale for Children (Revised) and the Woodcock-Johnson Psycho-Educational Battery (W-J) for 142 children with regular and learning-disabled (LD) class placement. The W-J and WISC-R evidenced low to moderate correlations and significant mean differences. W-J/WISC-R correlations for the regular students exceeded…

The Kaufman Assessment Battery for Children is reviewed in terms of technical and theoretical aspects, the issue of cultural bias, its procedure for comparing cognitive performance and academic achievement, and its predictive validity for academic achievement. The paper concludes by summarizing the test's characteristics that should be considered…

Looks at recent approaches to communicative language testing and to the testing of English for specific purposes (ESP). Contrasts two approaches to language testing research and discusses Oller's unitary competence hypothesis. Examines problems deriving from scoring procedures associated with ESP tests. (SED)

Administered the Wechsler Intelligence Scale for Children, Wechsler Intelligence Scale for Children-Revised, and Wechsler Preschool Primary Scale of Intelligence in a counterbalanced design to randomly selected elementary school children (N=72). Results indicated that the verbal Intelligence Quotients (IQs) were comparable, but the performance and…

Provided preliminary information on the utility of five standardized psychological inventories for assessment of Vietnam veterans (N=36) with Posttraumatic Stress Disorders (PTSD). Analyses indicated that the assessment battery was able to discriminate Vietnam combat veterans with PTSD from relevant comparison groups. (LLL)

Argues that if a testing situation is not similar to situations in which a child regularly performs linguistically, the test's ecological validity is compromised and its results must be viewed skeptically. (FL)

A comparison of instructor evaluation of videotaped microteaching performance and student achievement on a multiple choice test showed no correlation between the two forms of assessment. (JY)

The authors report on two studies showing that the Slosson Intelligence Test yields higher scores than the Peabody Picture Vocabulary Test for both nursery school and third-grade children, indicating that care should be taken when the SIT is used for intellectual screening. (Author)

A report on research conducted to help build a competency based approach for the preparation of middle school teachers. (Author)

Student administered oral examination compared to the conventional written, objective examination. (IR)

Twenty-one educable mentally retarded subjects were administered the Revised ITPA twice, employing three month intervals. Six criterion instruments were also administered to explore concurrent validity. It was determined that the ITPA is a fairly stable instrument. Validity of the subtests examined was neither confirmed nor disproven. (Author)

In testing the Academic Achievement scale, no relationship was found to persistence or between entering first-year Academic Achievement scale scores and 4-year grade point average. Comparisons with a scholastic ability test were unfavorable, other results ambiguous, and caution seems indicated in using the scale. (Author)

Directions are provided for the construction of a reduced size Rod and Frame Test. Simpler and less expensive, the proposed apparatus has criterion validity parallel to that of the full-sized. (GS)